Readiness of Higher Learning Institutions in Adopting AI for Hearing-Impaired Students: A Case Study of the Tanzania Institute of Accountancy

Abstract

The adoption of Artificial Intelligence (AI) in education sector is potential in transforming learning experiences especially for groups with special needs. However, unequal access to educational resources and opportunities for hearing-impaired students remains a longstanding challenge in higher learning institutions. Despite the availability of advanced artificial intelligence technologies designed to enhance educational access, their deployment remains significantly limited. This study assessed Artificial Intelligence adoption readiness for hearing-impaired students in higher learning institutions, grounded in Technology-Organization-Environment (TOE) theory. The study utilized a mixed-methods approach, integrating both qualitative and quantitative techniques. A total of 171 respondents were selected from the population using simple random sampling for the quantitative component, while ten respondents were chosen through purposive sampling for the qualitative aspect. The findings of the study revealed that while higher learning institutions are equipped with information systems in their learning platforms, the systems are not structured to effectively support hearing-impaired students. The systems lack integration with AI applications such as speech-to-text applications and virtual avatars leaving learning platforms inadequately prepared to meet the diverse needs of hearing-impaired students. Basing on the findings, it is recommended that higher learning institutions should revisit institutional policies and regulation to include the usage of AI applications for inclusivity and accessibility of learning environment for hearing-impaired students.

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